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healthcare setting

You are requested to give a presentation on your organization’s changes for improvement, learning methods employed in the change process, and what innovations your organization used for the improvements.

You are presented with the following details to complete your presentation.

  1. Explain the concepts of organizational learning in a healthcare setting. Cover at least three concepts with an example of each.
  2. Outline steps used to create innovation in a healthcare setting in the face of a recessive marketplace. Provide a minimum of three steps with examples.
  3. Discuss the overwhelming need for continuous change in a healthcare setting; provide examples.

On a separate slide, provide references in APA format.

Explain 2 concepts of organizational learning in a healthcare setting.

Provided 2 examples.Outline 2 steps for innovations. Provided 2 examples of innovation in a healthcare organization setting.

Discussed 2 overwhelming needs for continuous change in a healthcare setting. Provided 2 examples.

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digital portfolio

It’s time to submit your digital portfolio. Remember, your final portfolio must include:

  • A professional cover page for your portfolio and cover letter
    • You can start off the portfolio with a professional title/cover page of your choice. Be professional about this format, as it may be what you submit to a future employer. Simplicity is best. For example:

Professional Digital Nursing Portfolio
Jane Doe
2014

  • A professional resume
  • Complementary portfolio items: CPR card, immunization record, student organization membership, college & community service information
  • A professional thank you letter after the interview, as submitted in module 9 discussion.
  • A professional resignation letter

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nurse client relationships

Newman pointed out that, “nurse client relationships often begin during periods of disruption, uncertainty, and unpredictability in patient’s lives” (Smith & Parker, 2015, p. 288).

Explore what she means by this statement. Then, reflect on a patient that you cared for that you could apply her theory to. Provide details of the interaction and outcomes.

Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook

the theorist referred to here is Betty Newman

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effective verbal and nonverbal communication

Instructions

In our work and personal lives, we need to be able to identify and analyze effective verbal and nonverbal communication in various situations. In the same way that you would analyze a work or personal life communication situation, you will be asked to create a short presentation (using media choices below) about the nonverbal communication demonstrated in a series of photographs. In addition to identifying aspects of nonverbal communication, you will also need to show how these elements can affect communication both positive and negatively. Include your observations of how nonverbal elements that you see alter the direction of communication.

  1. Select four of included photographs.
  2. Using either PowerPoint or Prezi, create a presentation that demonstrates your comprehension regarding these communication elements: Please include the following:
    1. A title slide including your name.
    2. Four slides that explain aspects of the nonverbal communication that you see depicted in the photographs. Be sure to include the photograph on the slide. Be as specific and detailed as possible in your description of body language, facial expression, physical distance (if applicable), gesture, and other aspects of nonverbal communication that you see.
  3. Using Screencast-o-matic (screencast-o-matic.com) or similar software, create a short video presentation of your PowerPoint or Prezi. Explain in detail the nonverbal elements of communication that you observe in each of the four photographs you have selected. Video should be between four and seven minutes long. This video should either be of the presentation itself or a hybrid video that includes both the presentation and an inset webcam video.
  4. Upload your video to screencast-o-matic, YouTube, or similar online video sharing site and provide a link to your video. Include your PowerPoint or Prezi with your submission.

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Death and Dying 

Case Study on Death and Dying

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

  1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
  2. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
  3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
  4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
  5. Given the above, what options would be morally justified in the Christian worldview for George and why?
  6. Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic study materials.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

RUBRIC

Attempt Start Date: 08-Jul-2019 at 12:00:00 AM

Due Date: 14-Jul-2019 at 11:59:59 PM

Maximum Points: 200.0

Case Study on Death and Dying – Rubric

No of Criteria: 11 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory65.00 %Satisfactory75.00 %Good85.00 %Excellent100.00 %Content 70.0     Suffering and Fallenness of the World12.0Analysis of how the man would interpret his suffering in light of the Christian narrative and the fallenness of the world is insufficient or not supported by topic study materials.Analysis of how the man would interpret his suffering in light of the Christian narrative and the fallenness of the world is unclear or vaguely supported by topic study materials.Analysis of how the man would interpret his suffering in light of the Christian narrative and the fallenness of the world is clear and supported by topic study materials.Analysis of how the man would interpret his suffering in light of the Christian narrative and the fallenness of the world is clear and skillfully supported by topic study materials.Analysis of how the man would interpret his suffering in light of the Christian narrative and the fallenness of the world is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. Suffering and the Hope of Resurrection12.0Analysis of how the man would interpret his suffering in light of the Christian narrative and the hope of resurrection is insufficient or not supported by topic study materials.Analysis of how the man would interpret his suffering in light of the Christian narrative and the hope of resurrection is unclear or vaguely supported by topic study materials.Analysis of how the man would interpret his suffering in light of the Christian narrative and the hope of resurrection is clear and supported by topic study materials.Analysis of how the man would interpret his suffering in light of the Christian narrative and the hope of resurrection is clear and skillfully supported by topic study materials.Analysis of how the man would interpret his suffering in light of the Christian narrative and the hope of resurrection is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. Value of Life12.0Analysis of how the Christian worldview of the man might inform his view about the value of his life as a person with ALS is insufficient or not supported by topic study materials.Analysis of how the Christian worldview of the man might inform his view about the value of his life as a person with ALS is unclear or vaguely supported by topic study materials. Analysis of how the Christian worldview of the man might inform his view about the value of his life as a person with ALS is clear and supported by topic study materials. Analysis of how the Christian worldview of the man might inform his view about the value of his life as a person with ALS is clear and skillfully supported by topic study materials. Analysis of how the Christian worldview of the man might inform his view about the value of his life as a person with ALS is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. Euthanasia12.0Evaluation of which values and considerations the Christian worldview focuses on when deliberating the option of euthanasia for the man is insufficient or not supported by topic study materials.Evaluation of which values and considerations the Christian worldview focuses on when deliberating the option of euthanasia for the man is unclear or vaguely supported by topic study materials.Evaluation of which values and considerations the Christian worldview focuses on when deliberating the option of euthanasia for the man is clear and supported by topic study materials.Evaluation of which values and considerations the Christian worldview focuses on when deliberating the option of euthanasia for the man is clear and skillfully supported by topic study materials.Evaluation of which values and considerations the Christian worldview focuses on when deliberating the option of euthanasia for the man is clear and demonstrates a deep understanding that is skillfully supported by topic study materials.Morally Justified Options12.0Evaluation of which options would be justified in the Christian worldview for the man is insufficient or not supported by topic study materials.Evaluation of which options would be justified in the Christian worldview for the man is unclear or vaguely supported by topic study materials.Evaluation of which options would be justified in the Christian worldview for the man is clear and supported by topic study materials.Evaluation of which options would be justified in the Christian worldview for the man is clear and skillfully supported by topic study materials.Evaluation of which options would be justified in the Christian worldview for the man is clear and demonstrates a deep understanding that is skillfully supported by topic study materials.Personal Decision 10.0Reflection hypothesis of which personal choices would be made if faced with ALS based on personal worldview is insufficient.Reflection hypothesis of which choices would be made if faced with ALS based on personal worldview is lacking a personal connection.Reflection hypothesis of which personal choices would be made if faced with ALS based on personal worldview is clear.Reflection hypothesis of which personal choices would be made if faced with ALS based on personal worldview is clear and thoughtful.Reflection hypothesis of which personal choices would be make if faced with ALS based on personal worldview is clear, relevant, and insightful.Organization, Effectiveness, and Format 30.0     Thesis Development and Purpose7.0Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction8.0Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.Paper Format (use of appropriate style for the major and assignment)5.0Template is not used appropriately, or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)5.0Sources are not documented.Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Percentage  100

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Health care professionals

Health care professionals play a crucial role in helping to prevent and control infectious disease. Nurses are an important factor in helping to prevent the spread of infection. As a nurse it is extremely important to understand the infection process, the chain of infection, and prevention techniques.

In the TWO scenarios below, describe in paragraph form what you as a health care provider would do in these situations. Describe what was done right, what was done incorrectly, and what measures could be taken to improve infection control in each scenario.

Scenario 1

A man is recovering from a minor surgical procedure. His son, daughter-in-law, and grandson come to visit him. His daughter-in-law is suffering from what appears to be a bad cold and, although hospital policies prohibit children under the age of 10 from visiting patients in this ward, the 3-year-old grandson still came up.

You notice that the woman is sneezing and coughing into her hands. You also notice that the child keeps moving from his mother’s lap to the patient’s lap in the hospital bed. In addition, you observe that the woman is changing the television stations on the remote control to find something the child can watch.

Scenario 2

A charge nurse on a medical/surgical unit approaches a computer and notices that the keyboard is visibly soiled. She goes to a supply closet to get some disinfectant wipes to clean the keys. When she returns, she notes that a nurse is sitting at the computer using the soiled keyboard. As she watches, the nurse picks up a patient chart, makes a note, and then returns to the keyboard. When she is finished typing, the nurse walks away from the computer and heads for one of the patient rooms.

Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:

Jstudent_exampleproblem_101504

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Agenda Comparison Grid

work on an Agenda Comparison Grid to compare the impact of the current/sitting U.S. president and the two previous presidents’ agendas on the healthcare item you selected for study. In this Discussion, you will share your first draft with your colleagues to receive feedback to be applied to your final version. APA citation and reference

 

  • Review the Resources and reflect on the importance of agenda setting.
  • Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.
  • Review Part 1 of the Module 1 Assignment and complete the requirements for this Discussion.

he Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page Fact Sheet)

Part 1: Agenda Comparison Grid

 

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 1, “Informing Public Policy: An Important Role for Registered Nurses” (pp. 11–13 only)
  • Chapter 2, “Agenda Setting: What Rises to a Policymaker’s Attention?” (pp. 17–36)
  • Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 171–180)
  • Chapter 12, “An Insider’s Guide to Engaging in Policy Activities”
    • “Creating a Fact Sheet” (pp. 217-221)

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Transcultural Perspectives in Mental Health Nursing

Transcultural Perspectives in Mental Health Nursing

Read chapter 10 of the class textbook attached.

Once done, develop and post an analysis of the following cases;

Case 1 :

1. Stephane, a 15-year-old Haitian refugee who is living at a center for children of refugees has a severe cough and fever. She is curled up in a corner of the community room wrapped in a towel. She looks like she has been crying.

How can the nurse ensure culturally competent care?

List three priorities for the nurse regarding the cultural values, beliefs, and possible practices that Stephane may have.

Case 2:

2. Jacob is an 87-year-old with bipolar I disorder. He came to the United States from Poland in 1937. He was institutionalized for 2 years in a large mental health facility; currently, he lives in a community mental health center (transitional housing).

a. Identify three questions that would be important to ask Jacob on your first encounter.

b. What is the main health issue for Jacob?

What structures are needed in a community to ensure that Jacob will get the care he needs?

APA format word document, Arial 12

For grading and in Turnitin to verify originality.

minimum of 3 evidence-based references besides the class textbook must be used.

 

Textbook title

Transcultural   Concepts in Nursing Care

 

Author

Joyceen   S. Boyle; Margaret M. Andrews

A minimum of 700 words is required. Please make sure to follow the instructions as given.

Due Friday July 5th midnight.

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Analyzing Published ResearchCriteriaRatingsPts

Analyzing Published ResearchCriteriaRatingsPts

Problem

30 to >27 pts
Includes all elements in a manner that is clearly understood. • Problem description provides focus of the group’s work. • Significance of the problem is clearly stated and supported by current evidence. • Purpose of paper is clearly stated.

27 to >25 pts
Missing only one element OR One element is not presented clearly • Problem description provides focus of the group’s work. • Significance of the problem is clearly stated and supported by current evidence. • Purpose of paper is clearly stated.

25 to >22 pts
Missing two elements OR One element is not presented clearly • Problem description provides focus of the group’s work. • Significance of the problem is clearly stated and supported by current evidence. • Purpose of paper is clearly stated.

22 to >0 pts
Missing two or more elements AND/OR One or more elements are not presented clearly • Problem description provides focus of the group’s work. • Significance of the problem is clearly stated and supported by current evidence. • Purpose of paper is clearly stated.

/ 30 pts

Description of Findings: Summary

60 to >55 pts
Summary omits no more than one required item from the Evidence Matrix Table.

55 to >50 pts
Summary omits two or three required items from the Evidence Matrix Table.

50 to >45 pts
Summary omits four required items from the Evidence Matrix Table.

45 to >0 pts
Summary omits five or more required items from the Evidence Matrix Table.

/ 60 pts

Description of Findings: Description

60 to >55 pts
Description includes ALL elements. • What concepts have been studied? • What methods have been used? • Who are the participants or members of the samples? • What instruments have been used? Did the authors describe the reliability and validity? • How do you answer your original “the purpose of this paper” question? Do the findings of the articles provide evidence for your answers? If so, how? If not, what is still needed to be able to answer your question? • What is needed for the next step? Identify two questions that can help guide the group’s work.

55 to >50 pts
Description missing no more than one element. • What concepts have been studied? • What methods have been used? • Who are the participants or members of the samples? • What instruments have been used? Did the authors describe the reliability and validity? • How do you answer your original “the purpose of this paper” question? Do the findings of the articles provide evidence for your answers? If so, how? If not, what is still needed to be able to answer your question? • What is needed for the next step? Identify two questions that can help guide the group’s work.

50 to >45 pts
Description missing no more than two elements. • What concepts have been studied? • What methods have been used? • Who are the participants or members of the samples? • What instruments have been used? Did the authors describe the reliability and validity? • How do you answer your original “the purpose of this paper” question? Do the findings of the articles provide evidence for your answers? If so, how? If not, what is still needed to be able to answer your question? • What is needed for the next step? Identify two questions that can help guide the group’s work.

45 to >0 pts
Description missing three or more elements. • What concepts have been studied? • What methods have been used? • Who are the participants or members of the samples? • What instruments have been used? Did the authors describe the reliability and validity? • How do you answer your original “the purpose of this paper” question? Do the findings of the articles provide evidence for your answers? If so, how? If not, what is still needed to be able to answer your question? • What is needed for the next step? Identify two questions that can help guide the group’s work.

/ 60 pts

Description of Findings: Conclusion

20 to >17 pts
Summary paragraph includes ALL major findings from article. • Independently extracts complex data from a variety of quantitative sources, presents those data in summary form, makes appropriate connections and inferences consistent with the data, and relates them to a larger context. • Recognizes points of view and value assumptions in formulating interpretation of data collected and articulates the point of view in a given situation. • Identifies misrepresentations in the presentation of quantitative data and the logical and empirical fallacies in inferences drawn from data.

17 to >15 pts
Summary paragraph omits ONE major finding from article. • Independently extracts complex data from a variety of quantitative sources, presents those data in summary form, makes appropriate connections and inferences consistent with the data, and relates them to a larger context. • Recognizes points of view and value assumptions in formulating interpretation of data collected and articulates the point of view in a given situation. • Identifies misrepresentations in the presentation of quantitative data and the logical and empirical fallacies in inferences drawn from data.

15 to >12 pts
Summary paragraph omits TWO major findings from article. • Independently extracts complex data from a variety of quantitative sources, presents those data in summary form, makes appropriate connections and inferences consistent with the data, and relates them to a larger context. • Recognizes points of view and value assumptions in formulating interpretation of data collected and articulates the point of view in a given situation. • Identifies misrepresentations in the presentation of quantitative data and the logical and empirical fallacies in inferences drawn from data.

12 to >0 pts
Summary paragraph omits THREE or MORE major findings from article. • Independently extracts complex data from a variety of quantitative sources, presents those data in summary form, makes appropriate connections and inferences consistent with the data, and relates them to a larger context. • Recognizes points of view and value assumptions in formulating interpretation of data collected and articulates the point of view in a given situation. • Identifies misrepresentations in the presentation of quantitative data and the logical and empirical fallacies in

/ 20 pts

Grammar, Spelling, Mechanics, and APA Format

30 to >27 pts
• Length is three full pages. • Used appropriate APA format and is free of errors. • Includes ALL headings and subheadings as instructed. • Grammar, spelling, and mechanics are free of errors.

27 to >25 pts
• Length is no more than one quarter page under or over. • Used appropriate APA format, with one type of error. • Includes ALL headings and subheadings as instructed. • Grammar, spelling, and mechanics have one type of error.

25 to >22 pts
• Length is no more than one half page under or over. • Used appropriate APA format, with two types of errors. • Includes ALL headings and subheadings as instructed. • Grammar, spelling, and mechanics have two types of errors.

22 to >0 pts
• Length is three quarters of a page or more under or over. • Attempts made to use APA format; three or more types of errors are present. • Includes ALL headings and subheadings as instructed. • Grammar, spelling, and mechanics have three or more types of errors.

/ 30 ptsTotal Points: 0

 

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professional nursing practice roles

Purpose

To apply lessons in nursing history to living nurses contributing to nursing history through an interview and documentation of historical information

Course Outcomes

The Course Project enables the student to meet the following Course Outcomes.

CO1:  Incorporate appropriate historical perspectives into current professional nursing practice (PO2).

CO4: Compare current professional nursing practice roles with historical roles of the nurse (PO7).

Requirements and Guidelines

  1. Nursing history is being made today by exemplary nurses throughout the world. Select one registered nurse who is creating nursing history to be the subject of this project. This RN must have at least 10 years of RN licensure. The nurse could be a family member; friend; colleague; acquaintance; manager; former instructor; or other nurse who is creating, delivering, or influencing the practice of nursing in your area. Do not select a former or current patient. Remember that a nurse does not have to create a nursing theory, write textbooks, or be the head of a nursing organization to make nursing history. The chief nurse executive who manages to deliver quality care in a small rural hospital with a tiny budget has a story worth telling. The nurse who served in the military has a story that is important to document as nursing history. The staff nurse who consistently provides high quality care is making history. History is not merely the major accomplishments or events; it includes the activities nurses everywhere do in their nursing lives. Milestone 1 is due at the end of Week 2.
  2. Clearly explain to the selected nurse that statements made in the interview will be recorded (audio, video, and/or written) and submitted to the instructor. The interview is not intended for public access.
  3. Obtain permission from the selected nurse to participate in an interview about his or her
    1. memories of nursing and nursing education;
    2. contributions to nursing; and
    3. persons or events that have influenced his or her nursing practice.

Carefully review the Milestone 1 Grading Rubric. Complete only Milestone 1 requirements at this time.

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